CHS/DLS FLEXIBLE PLAN FOR INSTRUCTIONAL CONTINUITY

1. SCHOOL IS OPEN . INCREASED ABSENCES.

Introduction: Courage & Confidence

The “Level 1” Scenario and What We’re Solving For

Five Planning & Communication Practices to Start Now

Build Your Repertoire: Essential Downloads and Training

2. SCHOOL IS OPEN. SIGNIFICANT & PROLONGED ABSENCES.

The “Level 2” Scenario. Teaching During a “Level 2” Event

Supporting Absent Students: Virtual Attendance for Live Classes

Discussion Questions for Departments & Teams

3. PHYSICAL SCHOOL IS CLOSED. CLASSES ARE HELD ONLINE.

The “Level 3” Scenario

Anticipated Challenges in Shifting to Online Teaching & Learning

Key Terminology for Remote Teaching

Teaching During a “Level 3” Event

Modified Weekly Schedule for Online Classes

Expectations for Classroom Teachers

Best Practices for Online Teaching and Learning

Ten Tips for Running a Synchronous Class

Rubrics and Resources for Discussion Boards

Expectations for Counselors, College Counselors, & ASC

Expectations for Club Organization, Student Groups, and Librarians

What You Can Expect from Administration and from Tech

Contingency Plans if You’re Sick

Quick Links to Tutorials for Tech Tools

For Colleagues at Other Schools: Sharing, Thanks, & Resources

1

 INTRODUCTION: COURAGE & CONFIDENCE This document comes to us from Sacred Heart Schools, Atherton and one of my former colleagues from my time at Bishop O’Dowd: Dr. Joy Lopez. Dr. Lopez and her colleague, Diana Neebe, put together this comprehensive resource that is the culmination of the sharing of best practices from schools around the world and through the BAISNet network. I’m appreciative to them for the heavy lifting that went into conceptualizing and articulating these ideas. -M. Aquino As two schools, one community, our concern is always for the well-being of all our students and employees. We have a serious obligation to ensure we are preparing and planning for any emergency that could create large-scale impact to the breadth of community members and campus operations. Sometimes, this means exploring alternative instructional delivery methods. This document does not address employment issues. Instead, it addresses how we, at Carondelet and De La Salle, can best prepare ourselves for prolonged absences and/or school closures. As you read through this document, you will see an escalation in our instructional protocols for how we, as a caring and creative community of educators, might support students’ well-being and academic progress when the conditions for teaching and learning aren’t ideal or like anything we’ve experienced before. In the coming pages, we discuss some of the implications for potential significant, though temporary, adaptations in your teaching practices. We want to begin by acknowledging that we all function differently when it comes to taking in a lot of information at once, especially in times of uncertainty. For some of us, the amount of information shared in this document, as well as the conditions of uncertainty, may cause anxiety, concern, frustration, or agitation. For others of us, having all the available information actually helps us begin to feel more comfortable about planning for the possibilities. There are many resources available to support you. Of course, if you are unwell or unable to teach your class, the first priority is for you to take good care of yourself, rest up, and get better. Your department colleagues and level teams are incredible resources; these brilliant educators can help lighten the load when we’re all lifting together. Your department head, program director, and our teams of administrators are ready to partner with you. Each school’s tech department is always available to help you with any instructional technology needs you may have. Courage and Confidence, colleagues. We can do this if we do it together.

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 THE “LEVEL I” SCENARIO & WHAT WE’RE SOLVING FOR School is open and there are increased absences. Students and adults are absent more frequently and in greater numbers. There may be some students here and there who have temporary medical accommodations for attendance in place. The challenge we’re solving for is this: How do we keep learning on track for absent students without overloading teachers with a flurry of individual emails and requests for re-teaching? How might we instead create a system for communicating daily work, keeping the learning moving forward, and supporting students who are trying to get back on track after an absence?

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  FIVE PLANNING & COMMUNICATION PRACTICES TO START NOW The practices listed below are quick and easy ways to help absent students access their curriculum while they are home. Though each requires a little time up front, they will make your teaching life easier in the long run, allowing you to get ahead of the steady drip of emails asking, “what did we do in class today?” Or worse, “did you do anything while I was gone?”

1. Post daily updates to Schoology , including: the agenda of what you did in class; links to resources, notes, slide decks, and copies distributed to students who were present; expectations for homework.

2. Set up the buddy system with your students. Ensure that everyone in class has the phone number of at least two classmates. Remind students to bring their devices (iPad or laptop).

3. Set expectations with students so they know what to do when they are absent. Remind them to check Schoology each day, and to connect with their buddy to call/video conference into class if they are well enough to do so and it is appropriate for your class.

4. Remind students to stay home when they are sick, and reassure them that you will support them in keeping up with their work, to include allowing them to attend remotely if appropriate.

5. Start screencasting your lectures/lessons when possible and posting to Schoology as part of your daily update. You can, quite easily, record your screen during an in-class lecture and capture your audio narration while you teach. Or, if you anticipate that you will be absent, you can pre-record a lesson for students to watch with the sub. Screencastify (our recommended software) auto-saves the video lesson to your Google Drive, and from there, you can post a private link to Schoology.

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 BUILD YOUR REPERTOIRE: ESSENTIAL DOWNLOADS AND TRAINING The best time to build your repertoire of tools and skills is before you need them. We will leverage a combination of Schoology, Google Suite, Google Meet, and Screencastify to support students and keep the learning moving. Become Familiar with/use Hangouts Meet (required) Classroom teachers in all departments have access to Google Hangouts Meet via their CHS/DLS Google Account. Sign into your school Google account. Click on “Start a Meeting”. Click continue and Google Meet will create your meeting along with a url and code for your meeting. Distribute this via email to invite people to your meeting. Click on “Start Meeting” to begin. With Hangouts Meet, you have either audio and video capability (or both) and you can share your screen. Download and set up Screencastify (required) Please add the Screencastify plugin to your Chrome browser. This tool allows you to create instructional videos by recording your screen with audio narration (ie: tutorial, virtual lecture, feedback on work). When prompted, sign in with Google and select your CHS/DLSHS email account. Videos from screencastify autosave in your Google Drive. You can post to Schoology from there. Students can also use screencastify, so feel free to include it in your lesson planning. Screencastify is not required if you already use other software (Camtasia, SnagIt, QuickTime).

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 THE LEVEL 2 SCENARIO School is open, but with significant and prolonged absences. The question here is how do we ensure instructional continuity in a hybrid model where some community members are physically present, some are virtually present, and others are absent ? In Level 2, we are trying to find creative ways to support families with mitigating health circumstances who are more vulnerable and may need to stay home, those who may be quarantined but otherwise able to participate in school, and those who are recovering from illness and want to get back on track. This may mean creating/activating new attendance codes in PowerSchool so we can keep track of students who are learning from home, and finding new ways to support each other in level and department teams.

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TEACHING DURING A LEVEL 2 EVENT Teaching during Level 2 is going to require both planning and flexibility. It is likely going to be the toughest of the different teaching scenarios. You have to plan for students whom you may not see face-to-face and students who will be in your class physically. The best way to think of it is like you are teaching in a blended or hybrid classroom. You will need to plan your lessons so that those students at home can move forward with the rest of the class without being physically in the class. Even if the students FaceTime or Meet in, it is not the same as being there. Frankly, Meet or FaceTiming into a running classroom is often difficult to follow, the sound quality of discussions is poor, and you miss a bunch that is going on in the room. Still it does provide some degree of community and allows the student to still feel, at least partially, a part of the class. So how do you do this? What follows are some strategies for making a hybrid model as successful as possible. A More Thorough Update in Schoology. Similar to Level 1, you need to post daily updates in Schoology. At Level 2, you need to expand these updates. They need to explain everything you did in class, not just an overview. Think of it as more of a “This is what you should have learned today,” rather than a list of “This is what I taught/we did today.” Screencasting is Your Friend. Try to screencast your lectures and reviews whenever possible and post the link to Schoology. You can do this real-time in your class, afterwards, or as a dry-run while you prep for class. This practice will save you from having to try to catch individual students up later. Screencasts work well for many purposes, not just a lecture or tutorial. Consider screencasting your feedback to student work, or screencasting a model or sample (i.e. art project or lab). For labs, consider having the students in class run the lab and partner with a student at home to help do the analysis and write up via Google Doc. Preload Resources. We use a wide range of resources in all our classes. Preload handouts, instructional materials, guided notes, links, etc. into Schoology before class begins. That way, if a student is attending remotely, he or she will have access to the materials you are distributing in person. Don’t forget about the white board. If you use the board extensively in your lessons, take a picture at the end of the period and post it to Schoology. If you have a physical copy that doesn’t yet exist in electronic form, you can take a picture of it (using your iPad or phone), or create a PDF using an app like Scannable. Again, this is more work up front, but the resources can be used by both groups of students. You may save yourself a trip to the copier!

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Assessments. Assessments with online students and on-ground students will require some careful planning. It may be that students learning remotely cannot take the same assessments as those in school. Traditional assessments can put remote students in a tricky position where a quick Google search makes cheating both easy and tempting. It’s our job to create a learning environment that sets students up for success rather than for a moral dilemma. You can always create two different types of assessments. You can create collaborative tests using google docs, individually assign assessments in Schoology, build tests in Schoology (with randomized test questions, one take only, and limited time windows for taking). If you set limited time windows, remember that accommodations still apply. Students with learning plans will need online accommodations just as much as they need on-ground accommodations. You may also choose to give everyone an alternative type of assessment for this period of time (long-term project based learning, for example). Check in points. Figure out how you are going to check in with your virtual students. On-ground, this is easy. We physically see them. How can you do this virtually? Do you want to do an update in Schoology with a quick thumbs up for those who have seen it? Do you want students to email you? Could you make a discussion board for students to post questions and issues they are having? Encourage classmates to respond, too. The goal with these checkpoints is both to ensure students are following along and to share the responsibility of building and caring for the learning community with the rest of the class. It is essential that you check in with the remote students at least twice a week to see how they are doing and so that they do not fall through the cracks. If students are slipping behind, please notify the counselor, who will follow up with the family and loop in the appropriate administrator if necessary. Formative assessments or check-ins can also be achieved using a tool like Schoology Discussions or Padlet Flexibility. As teachers, we know how to adapt. As you begin to think about the possibility of remote learning, either for some or all of your students, start thinking of what is most essential for student learning. Some of your existing expectations and policies may not serve students in this unique moment. Please approach late and make up work with some flexibility while students and/or faculty are asked to stay home. Teachers should work with the student and the counseling office to devise a plan for student work and recovery. Also, consider student access to the Internet and computers may not be constant and there may be expectations that students share computers with family members. We will need to work with each student, trusting that they, too, are doing the best they can.

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 SUPPORTING ABSENT STUDENTS: VIRTUAL ATTENDANCE If a significant number of students are absent, or if many students are absent for a prolonged period of time, we will use a flexible attendance plan. If students cannot physically be on campus but are well enough/able to attend virtually, they can join their classes remotely to keep up with their studies. The school will activate an additional attendance code allowing teachers to mark students remotely present. Students who are ill and unable to virtually attend should focus on getting better. They will be marked absent.

Keep Posting Daily Updates to Schoology, including: the agenda of what you did in class; links to resources, notes, slide decks, and copies distributed to students who were present; expectations for homework; screencasts of lessons and lectures whenever possible. Enlist Students : Ask students to bring both devices to school for the foreseeable future. Set up a buddy system to ensure every student has at least two other classmates they can call to attend class virtually. Remind students that they can (and should) still attend class if they are able. Attend with Audio : If students already have copies of shared resources (or can retrieve them from Schoology), students can simply call into class. Ask students to exchange phone numbers with their buddies and have the in-class buddy call when the period begins. Attend with Video : Students are very adept at video conferencing. Using the buddy system, students can set up FaceTime (most popular), Google Hangouts, or Meet calls to attend virtually. Please make sure the on-campus student is on our school WiFi to avoid being charged for data. Teacher Hosted Virtual Classroom : Teachers may choose to set up a virtual classroom so that many students can join. Create a meeting in Meet and post the link or meeting code to Schoology.

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 DISCUSSION QUESTIONS FOR DEPARTMENTS & TEAMS When we reach a point of significant and prolonged absences, it’s time for slightly different conversations in departments & program teams. We’re all going to have to let go of some of the practices and policies we value and expect under normal teaching and learning conditions. The questions below are meant to drive discussion around how we might collaborate to best support students and make teaching tenable, especially in anticipation of a possible move to a fully-online program: Departments & Level Teams

● What’s the baseline that students need to know, understand, and be able to do for us to be confident that they have met our learning objectives?

● What assessments are coming up? Will these work for students at home and students in class? How might we tweak these to work for both?

● What major assignments are coming up? Will these work for students at home and students in class? Will students at home face a moral dilemma around academic honesty? If yes, plan something different.

● What is the most essential work remaining in this unit? This semester? ● What practices, assignments, and assessments can we streamline or prune

altogether? Is there anything we can make optional/extension work? ● What lessons can we collaborate to build together? How might we divide the

instructional load and share what we create (screencasts, notes, adapted assignments and assessments, etc.)?

● What constitutes “present” for this course in a given week? What will remote students need to do to “attend” while classes run on campus? How will we communicate our expectations to students?

Administrators, Counselors, and AAC ● How are we communicating with teachers about students with “anticipated

prolonged absences”? What code will we use in PowerSchool without violating HIPAA?

● Which administrators will support which departments? How frequently will we check in with department heads? Department members? Are there members of our community whose work has been significantly reduced who might be available to support teachers whose work may be overwhelming right now?

● How will we regularly collect/solicit information from teachers about the progress of students, and any students of concern? How will we communicate our plan to teachers and coaches? Who will take point to connect with families if a student is “remote” but isn't keeping up with his/her studies?

● What are the current pastoral needs of our community, especially those at home? Who is checking in and connecting with these community members?

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THE “LEVEL 3” SCENARIO Campus is closed; classes are held online. The essential question here is, how do we support student well-being and academic development in the midst of a major disruption to our daily operations for an extended period of time? How do we continue to foster student learning without being able to meet our students in person?

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 ANTICIPATED CHALLENGES IN SHIFTING ONLINE When traditionally on-ground schools move unexpectedly to fully online learning, there are some anticipated challenges. Fortunately, we aren’t the first school to think through this move. The questions below come from colleagues in our profession around the world who have generously offered their insights and experiences. We are especially grateful to the Taipei American School in Taiwan for sharing lessons learned. We have responded to each of these questions in our plan.

Schedule . What's the schedule? This is useful even if there aren’t any synchronous classes being held. It gives kids predictability. Attendance . How will you take attendance? What constitutes “present”? Community . How will you support kids’ needs to socialize and connect? Opportunities for peer-to-peer connection will be especially important. Clarity. For kid's sake, clearly put all assignments in one place (LMS), explain objectives and expectations up front, and meter the workload. Interestingly, at the Taipei American School, teachers who don’t customarily give regular homework in this way (Fine Arts & PE) tended to overload. Administrators. Train administrators how to walk the halls of a digital school and provide some measure of accountability and support for students and staff. Decide what the school will record and who will have access. Assessment. Have a game plan for assessments (Formative only? Allow summative? What happens to AP courses?). Screen time . Think creatively about what students are doing/working on so they aren’t glued to a screen for 8 hours each day.

Set Expectations. Clarify expectations for students/families, including attendance, participation, work load, communication if absent, etc. Tech Check. Clarify expectations for home technology requirements. How do we ensure all of our families have WiFi and a home computer? Transition. What's your transition back plan? Pastoral needs can be high.

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 KEY TERMINOLOGY FOR ONLINE LEARNING Though much of teaching and learning online is the same as in the shared physical classroom, there are a few key terms that will help you navigate the shift.

Asynchronous : Class interactions happen via Learning Management System (Schoology) without real-time interaction. Students engage in class materials and complete work at their own pace, typically within a given timeframe, often using discussion boards to drive peer-to-peer engagement. If you’re comfortable using Schoology, you are already totally capable of running your classes fully online.

Synchronous : Class interactions happen in real time, at the same time. Students may virtually attend class together via video conference, livestream, or chat. We have Zoom for synchronous meetings. Most online courses are a blend of synchronous contact and asynchronous study/work. In describing their experience of shifting school completely online, Colleagues at the Concordia International School in Shanghai explained that asynchronous instruction worked best for deep learning, whereas synchronous instruction was essential for maintaining relationships.

Screencast : A digital video recording of your computer screen, usually including audio narration. Screencasts are a form of instructional video. Screencastify, QuickTime, and Camtasia are common tools for screencasting.

Video Conference : A virtual meeting in which participants in different locations are able to communicate with each other with audio and video. We will use Meet for this function.

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 TEACHING DURING A LEVEL 3 EVENT At Level 3, the school will be closed and all students will be learning remotely. Faculty and staff may also be working remotely, but could work from school unless there is a campus closure. This determination is made by the administration of the school. If the school is closed, but the campus is open, teachers might be able to collaborate in real-time at school. At some schools, we have seen departments collaborate face-to-face in homes. If there is a quarantine or it isn’t safe to gather, departments can gather virtually using Meet. Either way, it is expected that teachers will gather at key points as a department and even as a whole faculty. We will need this time to stay in touch, support each other, and plan. At this level, the way we teach fundamentally changes. You need to think about teaching in chunks. It is very hard to post work everyday for all your classes. Instead, you want to make some decisions.

● Do you want to post everything for a week-long chunk? ● Do you want to post a 2-week unit? ● How are you going to scaffold the work for students? ● How often are you going to commit to do updates and post resources?

Remember that students will meet with you virtually one time in a week. Other than that, you will use other tools to communicate with them (Schoology, email, screencasts, individual Meet sessions). Because of this, you need to rethink how you will lay out your course. Remember your students are not just taking your course, but trying to keep up with all courses. Although they do that now, doing this totally online will be different and take some practice. The shift may be particularly challenging for students with executive functioning learning differences. You will not be able to “read the room” to gauge their understanding, so you need to figure out ways to check-in on every student individually. It is super easy to fall behind virtually and hide ‘in the back of the virtual room. You’ll need to double-down on checking for understanding and touch points. Thorough Update in Schoology. With every step away from the physical classroom and into the virtual one, updates in Schoology need to be more comprehensive and detailed, and meet your school’s best practice. You’ll need to give context for the day’s worth of work, including your objectives (in student-facing language), expectations for learning, a preview of the assignments, and make sure that where to find the resources, assignments, and assessments is crystal clear. Think: Lesson Planning 101. Start with the end in mind: what do my students need to know and how will I know they learned this? Note: If you do one big post with everything in it (as opposed to day to day), you will help students

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plan out their week. If the unit spans several weeks, you will still need weekly updates with assignment checkpoints to ensure they are progressing and not waiting until the very end. For Carondelet Employees: Carondelet expects the agenda information to be created as an event on the Schoology calendar. See screencast on how to do this Preload & Vary Your Resources. Just as you did in Level 2, preload all your resources and point to them in your weekly post. Consider the types of resources you expect students to access. Our library databases are mostly available off campus, but it’s worth double-checking. It’s good practice to add PDFs of readings and to vary the type of media (ie: screencasts, TED talks, video tutorials, etc.) to make up for you not being in front of them. Assessments. As we noted in Level 2, assessments with online students require careful planning. Traditional assessments can put remote students in a tricky position where a quick Google search makes cheating both easy and tempting. It’s our job to create a learning environment that sets students up for success rather than for a moral dilemma. This is a good time to consider other types of assessment. If a traditional test is out, how else can you evaluate what students understand? How else can you assess the development of a key skill? Project based learning, with multiple checkpoints along the way, is a great fit for remote learning. Check in points. You need to make sure you are checking in with students twice each week. You will want to make sure you do this before posting your attendance. Attending virtual classes, posting to discussion boards, email, submitting assignments, etc., all constitute check-ins. The point is that you want to know students are working and not falling behind. If they are not checking in, we want to catch them early. Consider creating a “water cooler” discussion board for students to post questions and write about issues they are having.You can call it “Questions, Concerns, Comments” as an example. An open forum like this will allow not just you, but classmates to respond as well. Flexibility. This is the time to adjust your curriculum to fit into a virtual school world. What is your comfort level? How will you use the synchronous and asynchronous tools? Make your plans, lay out your course, take a deep breath, and be flexible. If something doesn’t work, just like in your classroom teaching, adjust and go back or move on. Remember to reach out to your colleagues and tech team for support. We can do this...together.

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 WEEKLY SCHEDULE IF SCHOOL IS CLOSED We will run an alternating block schedule (our Wednesday/Thursday) if school moves from on-campus to online. We may need to be prepared to run classes for a sustained period of time -- at least a couple of weeks. It will take all of us to reiterate to students that school is still in session , just in a different space. In the schedule below, the designated time slot for each class period indicates when teachers will need to sync with students and/or when teachers will host virtual class via Meet. Please see the “attendance” section on the following page for more detail.

A Week

Mon Tue Wed Thurs Fri

8:00 AM Virtual F/S or Dept. Mtgs

Virtual F/S or Dept. Mtgs

Virtual F/S or Dept. Mtgs

Virtual F/S or Dept. Mtgs

Virtual F/S or Dept. Mtgs

AM 8:30-10:00 10:00-11:30

Per. 1,3 Per. 2, 4 Per. 1, 3 Per. 2, 4 Per. 1,3

PM 12:00-1:30 1:30-3:00

Per. 5, 7

Per. 6 Per. 0 or Office Hours Check-Ins (Counselors, Student Life)

Per. 5, 7

Per 6 Per. 0 or Clubs, Activities + Community Groups Meet

Per. 5, 7

3:00 - 3:30

Office Hours Check-Ins (Counselors, Student Life)

Office Hours Check-Ins (Counselors, Student Life)

Office Hours Check-Ins (Counselors, Student Life)

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B Week

Mon Tue Wed Thurs Fri

8:00 AM Virtual F/S or Dept. Mtgs

Virtual F/S or Dept. Mtgs

Virtual F/S or Dept. Mtgs

Virtual F/S or Dept. Mtgs

Virtual F/S or Dept. Mtgs

AM 8:30-10:00 10:00-11:30

Per. 2, 4 Per. 1,3 Per. 2, 4 Per. 1, 3 Per. 2, 4

PM 12:00-1:30 1:30-3:00

Per. 6 Per. 0 or Office Hours Check-Ins (Counselors, Student Life)

Per. 5, 7

Per 6 Per. 0 Clubs, Activities + Community Groups Meet

Per. 5, 7

Per. 6 Office Hours Check-Ins (Counselors, Student Life)

3:00 - 3:30

Office Hours Check-Ins (Counselors, Student Life)

Office Hours Check-Ins (Counselors, Student Life)

Office Hours Check-Ins (Counselors, Student Life)

Although teachers have a three-hour window in which to sync with students in a given period, we certainly aren’t advocating for a three-hour virtual class. If you do decide to host a virtual class via Meet, you may choose what time within that window your class will meet. If you are syncing with students individually or in small groups, the goal is that you have a sufficient block of time to do so.

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 EXPECTATIONS FOR CLASSROOM TEACHERS Assuming you are well enough to teach, the expectation is that you continue to keep your classes moving. Expectations for teaching online:

Communication Teachers are expected to be in their courses on Schoology every school day. Post all instructions, assignments, and learning materials to Schoology. Each class day, post an calendar event with an overview of the learning objectives and expectations. It pays dividends to be overly-clear; we don’t have the benefit of reading the room and clarifying on the fly. Please answer your email within 24 hours. Work Load. Aim for 3-4 hours of class work per week maximum, including: time for reading/watching/listening, engaging with peers via discussion boards and docs, attending class virtually via Zoom, “homework”/learning tasks, etc. Advanced Placement courses may assign additional work or practice tests as needed. Attendance. Each day you have class, please conduct a virtual roll call. You can do this by asking students to join a virtual class on Meet during your designated class period, reply to an update or discussion board post on Schoology, participate in a chat on a google doc, submit an assignment, or simply respond to an email. Please record your class attendance in PowerSchool (same place as usual) during your designated class period. We will have three new attendance codes to show whether students are: present and participating (OPP) , have inconsistent attendance and participation (OIAP) , or not present/inactive (ONPI) in their classes. You can check the Analytics tools in your Schoology class. You can see the student's last login and time spent in the course. Here is a screencast showing how to do this. (You can compare this to work produced by students for class (which could happen outside of Schoology and skew the time logged in the system).

Office Hours. Plan on being available to answer student questions for the duration of Office Hours, 1:30-2:30pm on Monday/Fridays and 3:00-3:30pm on Tuesdays-Thursdays . You may do this via email, 1:1 Meet conferences, small group Meet calls , the chat function within Google Docs -- or any combination of these methods. Please post an update on Schoology explaining to students where they can reach you and/or how they can schedule time with you during Office Hours.

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 BEST PRACTICES FOR ONLINE TEACHING & LEARNING The flow of online learning is unique. In any given week, we recommend each course accomplish three tasks: preview, prepare, and engage in learning.

Teacher Posts… Using These Tools…

Preview Create a Schoology Calendar Event : ● Overview of the lesson ● Objectives & connections to

prior lessons/learning

Larger image here

Post an event in Schoology ● You may consider

Screencasting an explanation of the agenda and where to find assignments on Schoology. (via screencastify )

Prepare Schoology Assignment: ● Course readings (textbook,

novel, packets), digital texts, podcasts, video content, recorded lecture, screencast lesson, etc .

● Create/Post content: upload audio/video, screencast, text, links to docs, images...

● Access existing curated content: DLS Library , CHS Library Library of Congress , TED , NatGeo , PBS , Smithsonian , Bio.com , Discovery Education , History Channel , Khan Academy , Bozeman Science , CommonLit , NYTimes Learning , Newsela

Engage Schoology Assignment: ● Reflective writing, journaling,

guided note-taking ● Discussion boards, post/share/

respond to audio, video, images, media

● Writing, collaborating, peer editing google docs

● Virtual labs/simulations; home labs/observations

Asynchronous Tools: ● Schoology - Creating a Google

Assignment in Schoology ● Google Suite (docs, slides,

forms/surveys, sheets) ● Screencastify ● Quizlet , Kahoot ● Flipgrid ● Checking for Understanding

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● Practice problems ● Research, writing, projects ● Online assessments (AP) ● Formative/Summative

assessment

Synchronous Tools: ● Meet (audio or video) ● Zoom ● Schoology Conference

End of Day

● Quick Attendance Check (students are present/active)

● Each day you have class, please conduct a virtual roll call. You can do this by asking students to join a virtual class on Meet during your designated class period, reply to an update or discussion board post on Schoology, participate in a chat on a google doc, submit an assignment, or simply respond to an email. Please record your class attendance in PowerSchool (same place as usual) by 5pm on the days you have class. We will have three new attendance codes to show whether students are: present and participating (OPP) , have inconsistent attendance and participation (OIAP) , or not present/inactive (ONPI) in their classes. You can check the Analytics tools in your Schoology class. You can see the student's last login and time spent in the course.

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 TEN TIPS FOR RUNNING A SYNCHRONOUS CLASS

1. Determine the length of your class. Holding attention online for over an hour is difficult. Consider this ahead of time.

2. Login ahead of students and greet them when they enter “class.”

3. Set up Chat parameters. We recommend either no chatting or public chatting only. We do not recommend allowing students to chat privately.

4. Use the private chat feature as the instructor to catch up late students or to nudge students who are not jumping in.

5. Once class begins, change your settings to mute students on entry.

6. Call roll to bring the class to order. You can ask them to say here, type here in chat, or take a screenshot of your participants list. You will need attendance records for later, so make sure you do this up front.

7. Begin class by sharing your screen and toggling over to your Schoology class. Show the update that you posted for the class; this should have the outline of the work for the week. Walk students through the update. Show them where the resources for that week are located. Show them where the assignments/assessments are posted.

8. Preview your objectives for the virtual class and any expectations you have of them during the call (notes, participation, response online after class, etc.)

9. After previewing the week and your objectives, move on to your presentation, discussion, etc. Enjoy, for a brief moment, the luxury of teaching in a dress shirt and pajama pants.

10. About five minutes before ending class, go back to your Schoology page and remind students about the upcoming work for the week. This may seem overly-redundant. Just remember: this will be a monumental shift for students and they will need all the clarity and support they can get.

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 RUBRICS AND RESOURCES FOR DISCUSSION BOARDS Discussion boards are excellent ways of fostering peer-to-peer learning. The optional rubrics and resources below are simply meant to make your life easier. You are not required to use them. You absolutely may edit, adapt, or build on them. Setting Clear Expectations When online is the only option for students to share their ideas and questions with one another, it’s important to set clear expectations for posting. Here’s an example: “Please post your first response by 10PM on Tuesday night. The post must be at least 250 words in length and reference the readings. Be sure to use MLA format for your citations. You must respond to three of your classmates by Friday 10PM. Follow-up posts must be substantive (at least 100 words) and move the discussion forward. Simply saying, “I agree”, etc. will not earn credit.” Resource: Discussion Board DOs and DON’Ts for Students

Do think before you post. Complete the reading or preparation work before you write.

Do post your response early to give your classmates more time to reply. Check back later to see what comments have been added.

Do explain your opinion and use examples to help others understand your points.

Do post something that furthers the discussion and shows depth of thought. The best part of a discussion board is that you get lots of think time before you post. Use it.

Do r eply to several of your classmates’ posts, adding examples or asking questions.

Do remember that it is harder to tell when something is a joke online. Use humor sparingly.

Don’t agree with everything you read. It makes for a really boring conversation. Politely disagree when you have a difference of opinion.

Don’t reply to the same people each time. Try to bring in other voices.

Don’t get personal. Focus your criticism on ideas and arguments, not on your classmates.

Don’t bring the outside in. No inside jokes, references to people who aren’t in the conversation, or comments you wouldn’t say face-to-face

Top Ten Discussion Board DOs and DON’Ts for Students. From Power Up: Making the Shift to 1:1 Teaching and Learning (Neebe & Roberts, 2015). Reprinted with permission.

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Tips for Discussion Board Prompts Discussion board prompts are just like the prompts you use to start discussions in your class. You just need to adjust them a bit since you will not all be in the same room answering these orally. If you need a bit of assistance with this, here are some things to consider:

● Think about the learning you want students to gain from the discussion. ● What do you want to see in the responses? Convergent ideas (how, what,

why), Divergent ideas (predict, if...then), Evaluative ideas (opinion, defend, what if)?

● Since you want to avoid yes and no responses, how might you frame the question in such a way that students have to think before posting and not just answer off the top of their heads?

● Remember, just like in a face-to-face class, sometimes questions just flop. Don’t give up; just adjust. Feel free to post a response that clarifies what you are looking for, gives more instruction, or poses a completely new question.

● Once you launch a discussion board, monitor it as you would in a face-to-face class. Avoid jumping in too soon or over-responding. You don’t have to respond to every post. Remember you set it up to where they have to respond to their classmates. Allow the exchanges to take place.

● When responding, be sure to model how you want students to respond. Consider including links to support your statements, quotes (cite them), restating a portion of the post you are responding to, and using the name of the student(s) to whom you are responding.

Hacking the Discussion Board for Global Feedback The discussion board platform is also a great place for providing global feedback to students, just as you would in class if you were using a student sample to retool thesis statements or craft a stronger hypothesis. Just because we’re learning online doesn’t mean students have to learn in isolation. We can still insist on an environment in which mistakes are expected and growth happens in community. Ask students to post a draft of their project check-point. Tell them you will give feedback directly on the discussion board (and that students will receive their grade privately). This will likely feel very awkward at first. We often aren't used to learning and stumbling with an audience. It can be a very vulnerable feeling. Remind students that we learn more deeply when we learn in community. They’ll be surprised how much they grow by seeing the insights of classmates and the feedback to their challenges, which may someday be their challenges, too. Early replies from you to a few students will be seen by, and shape, the responses of other students.

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Rubric: Grading Discussion Board Posts Recall that you can add a rubric to any Schoology assignment and click the boxes to score student work. Here’s a sample that you could use or adapt.

5 4.5 4 3

Critical Thinking

Response clearly addresses all elements of the prompt. Exhibits attention to detail and mastery of the topic. Student evaluates and synthesizes course concepts, theories, or materials appropriately, using effective examples and supporting evidence.

Response addresses the prompt and demonstrates a clear understanding of the topic. Student applies and analyzes relevant course concepts, theories or materials, using examples or evidence for support.

Response addresses some elements of the prompt. Student summarizes course concepts, theories, or materials. Post may reveal some gaps in understand- ing or familiarity with content.

Response does not adequately address the prompt. Student relies on statements that are unsupported by course concepts, theories, or materials. Post demonstrates misunderstanding of content and/or a lack of sincere effort.

Engage- ment

Thought Leader. Asks good questions for classmates to consider. Responds to multiple peers in a manner that advances the discussion. Draws connections between comments. Takes risks in developing new ideas.

Engaged Participant. Asks thoughtful, open- ended questions. Builds off of previous comments in the discussion board. Responds directly to peers in a manner that adds meaning to the discussion.

Skimming the Surface. May ask clarifying or perfunctory questions. Responds to peers in a manner that demonstrates superficial engage- ment with their ideas.

“Post and Go” Student does not make meaningful contributions to the discussion community. Does not respond to peers, even when prompted to do so. May disrupts the community with discourteous behavior.

Style & Format

Meets or exceeds required word count. Post(s) are practically perfect grammatically. Student consistently provides academic citations for ideas not his/her own.

Meets or nearly meets required word count. Post(s) may include a few errors that are minor enough that they do not distract the reader. Student references sources for ideas, but may do so inconsistently.

Meets at least 80% of the required word count. Post may include errors that distract the reader but do not detract from the argument. Student does not provide citations for sources.

Falls significantly short of the required word count. And/Or post contains multiple flaws that seriously confuse the reader. Student does not engage sources, and thus, none are cited.

Adapted from the University of San Francisco Educational Technology Master’s Program scoring guides and the Phillips Exeter Academy Harkness Discussion rubric.

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EXPECTATIONS FOR COUNSELORS, COLLEGE COUNSELORS, & LEARNING CENTER Counselors, College Counselors, & Learning Center will be available during Office Hours and during the A-G schedule to meet/work with students. They will continue providing services to their caseloads, primarily in a one-on-one format, throughout the course of each work day. Both ASC and Counseling staff will be available to help support students who are absent/cannot participate, and may choose to lead small groups online for study sessions, tutorials, or personal support. Counselors will work with the Administration, including the Dean’s Office, to communicate with families about attendance/participation concerns and support students in getting back on track. EXPECTATIONS FOR CLUB MODERATORS & ACTIVITIES Faculty moderators will discern, in dialogue with student leaders, how it makes most sense for an activity, club, or other community group to continue its work in the event of a closed campus. Faculty Moderators should communicate their overall approach to the circumstances as well as clear expectations about: (1) virtual syncs during the Wednesday Morning X period, (2) assignments and deadlines, and (3) other shared experiences they may wish to facilitate in an effort to sustain community (e.g. a video, reading, or virtual discussion). In some cases, it may not make sense for an activity, club, or other group to continue to engage in the context of a closed campus. If a faculty moderator determines this is the case, they should communicate their decision and rationale to group members. EXPECTATIONS FOR LIBRARIANS The librarians at DLS & CHS are exceptional resources as you plan and design your courses. Librarians are expected to be available to students and faculty during normal school hours. Librarians may want to connect up with department heads to see how they can support the program via databases and other materials teachers can include in their lessons. WHAT YOU CAN EXPECT FROM ADMINISTRATORS The Principal(CHS)/VP of Academics (DLS) may send a weekly communication to students via Schoology and email with updates, announcements, and a reminder that school is still in session. Schoolwide administration will communicate with the community at least weekly. Look for Google Calendar invitations for a link to the Hangout Meet. Additionally, administrators will each take one or two departments to support. They will “walk the virtual halls” by checking Schoology and joining classes via Zoom when possible. Administration and administrative staff will monitor student absences so

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teachers can plan and teach. This means that while teachers will take attendance twice each week, administration will follow up as to why the student has not attended. WHAT YOU CAN EXPECT FROM TECH In the event of a school closure, the tech department may still be working from campus. In the event of a campus-wide closure they will be working remotely. The tech department will be monitoring email during normal school hours. Please include a phone number so that we can contact you quickly. All effort will be made to quickly contact you to resolve the issue. This may include remoting into your computer (with permission), sending you a screencast, calling you, emailing, or opening a Meet session. CONTINGENCY PLANS IF YOU’RE SICK AND CAN’T FACILITATE CLASS/OH If you are unable to facilitate your class, please communicate with your department head and the sub coordinators (executive assistant and registrar). Department Heads already have access to all departmental courses in Schoology and could step in to help. If a team member needs to temporarily take over your course, please contact tech support, and they will add the teacher to your course. Please be sure to log your sick time in Paycom. If you require additional support, please contact HR. Remember, we are all in this together. We are all going to have to step in to help our colleagues through this.

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 QUICK LINKS TO TUTORIALS FOR TECH TOOLS If you don’t find an answer to the exact question you have, a great first step is to search for the software/program name + function + tutorial (such as “Zoom record meeting tutorial”). And of course, you can email the tech team with questions. Schoology

● Posting an update ● Posting an assignment ● Grading student work ● Sharing and annotating documents ● Creating a discussion board ● Creating a quiz or assessment ● How to create a poll ● Creating and using a Conference (We’ve found this application to be “buggy”

and unreliable- suggest Google Meet) ● Embed a Youtube video

○ Youtube channel for students and teachers use your Carondelet or DLS email

Receiving Student work ○ Individually assigning work to specific students ○ Uploading audio, video, and images ○ Submitting assignment - student view ○ How to view teacher comments - student view ○ Schoology Google Assignments

■ CHS How-To Video Google Suite

● Creating and sharing a doc ● Inserting hyperlinks within a doc ● Creating a Google Form (survey) and viewing responses ● Creating and sharing a Google Slides deck ● Tutorials on all Google Suite products

Google Meet for face to face meetings

○ Hosting a Google Hangout Meet ○ The Google Chat Guide: Hangouts/Meet ○ Joan Tracy’s screencast for setting up a Google Meet via Google

calendar ○ Student guide to joining Google Meet

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Screen Recording Tools

● Screencastify, a Chrome Extension 5 minute limit per video with Free version

○ How to make your first screen-recording ○ Save a recording to your Google Drive ○ Share a recording

Since you will be sharing this on Schoology as a link this is a key feature

● Quicktime on Mac ● Record video of yourself within assignment on Schoology (this does not offer

ability to record screen) ● Screencast-O-Matic ● Uploading your videos to Youtube

FlipGrid

● FlipGrid ● A Complete Guide to Flipgrid by Richard Bryne ● Getting started with FlipGrid

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 FOR COLLEAGUES AT OTHER SCHOOLS: SHARING, THANKS, & RESOURCES This document is the product of collaboration with colleagues at our school and around the world. We have built on our own experience and the experiences of others. Our plan is, of course, based on known best practices for face-to-face and remote instruction. But also, it responds to lessons learned from colleagues at international schools and schools around the world who suddenly had to close for multiple weeks at a time as a result of pandemic. We are grateful to our teaching colleagues around the world who have generously offered their insights and experiences, most especially the Taipei American School and the Concordia International School in Shanghai. The lead writers of this plan were Diana Neebe (@dneebe) and Joy Lopez (@technomaven). We are happy to share any resources we develop with colleagues at other schools who may be reading this document. We welcome your insights and resources in return. Please feel free to share this widely and adapt for your needs. Below are links to a few resources that helped shape our approach and thinking that you may find useful as well:

● International School Resources for Virtual School (Google Drive Folder) ● Next Vista: Facing an Emergency and Switching to Online Learning ● Concordia International School, Shanghai: When Virtual Learning Is

Your Only Option (podcast) ● George Washington University Tools for Instructional Continuity ● Schoology eBood: Using an LMS During School Closures

We’re better together. Joy Lopez, Ed.D. Michael Aquino Director of Technology Director of Campus Life & Sacred Heart Schools, Atherton CA Culture

De La Salle High School, Concord, CA Diana Neebe, Ed.D. Joan Tracy Director of Teacher Development Director of Digital Learning & Sacred Heart Preparatory, Atherton CA Library Services

Carondelet High School, Concord, CA

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